LESSON TITLE: Going to the Doctor Lesson #2

TEACHER NAME: Ana Rivera DATE: April 14, 2017

Attach any handouts or materials required for this lesson.

Preparation/Planning
ESL Course: Parent
Beginner ESL Level Beginning Intermediate Advanced Multilevel
Topic/Theme: Cooking

Listening Students will listen to common medical vocabulary words/phrases and

Objectives write down notes and translations (if needed)
Speaking Students will practice the target language using the provided
vocabulary words/phrases in complete sentences while telling me the
names of body parts and symptoms associated with common illnesses or
pains
Reading Students will read words associated with common illnesses and body
parts vocabulary/phrases from the handout provided
Writing Students will use the common illnesses and body parts vocabulary
words/phrases and answer the exit slip prompt questions. Students will
also write down notes and translations during class.
Bridging
What background knowledge Students have some background knowledge of illnesses and body parts
do the students already have? words/phrases they are familiar with such as face, head, leg, headache,
etc. in Spanish and have heard of some of these words in English prior
to the class.

What will you do to activate I will ask students to give me an example of when a time they or their
or link students prior child was sick and had to explain to the doctor/nurse their symptoms
knowledge or experience to and how they felt.
upcoming content?
Engagement with New Material
What will you do to engage I will ask students to give me sentence examples for each vocabulary
students in the active learning word/phrase in the handout. (See attached Appendix A, B, and C) I will
of the new material? also have students point out the body parts as I verbally name one and
vice versa having students tell me the body part that I point to on
myself.
What will you do to ensure I will make sure that all the students are participating by calling out on
that all students are engaged? them to answer my questions and also walking around when students
are working in pairs.
Application
What opportunities will you The final activity includes having students answer the exit slip prompt
provide students to practice questions (see attached Appendix E) answering questions on content
and apply their they learned during this session. Students will use the words/phrases
knowledge/skill to meet the from the handouts to help them write and answer the questions.
objectives for this lesson? To
apply to other contexts?
Assessment
How will you assess their
learning of the objectives?
Closing
How will you help students
recap the learning and link it
back to the original purpose of
the lesson?
Technology
If applicable for your context
and your lesson, how will you
meaningfully integrate
technology into your lesson?
Reflection
What went well? How do you
know?
What didnt go as planned? During the common illnesses words/ phrases introduction students
What contingency plan did
you employ?
What would you do
differently next time?
Did your students meet the
purpose and objectives for this this lesson and they also found the topic to be helpful in their lives.
Students will be able to ask questions regarding any words/phrases that
are not listed in the handout. Students will also be able to ask or discuss
other symptoms or illnesses not mentioned during the lesson.
I will assess the learning objectives by checking if students were able
to use the vocabulary words/phrases properly during clss activities.
Especially, during the activity where students have to match the word
scripts to the body and also during the activity where students tell me
symptoms related to an illness or pain they have had.
I will help students recap the learning by providing an example of a
time I was personally sick and went to the doctors and explain to them
the process I went through while at the doctors office. I will use
gestures and picture to show students the common procedures we go
through during doctors visits. Also, I will make sure and use hand
gestures to signal the words for body parts and symptoms. I will do this
before handing out the exit slip activity.
I will not use technology for this lesson as it is not an option at this
location. However, if you would like to integrate technology into this
lesson there are some Youtube ESL videos on doctors visits that can
work well with this lesson and provide for listening practice and
activities.
The second activity (see attached Appendix D) when I had students
place the word scripts labels on the body and say the body part out
loud. My co-teacher and I were able to observe our students
pronouncing the word scripts from the handout properly, students were
able to properly match the word scripts, students were engaged and
participating throughout the entire activity.
needed many Spanish translations in order to comprehend the English
handout. I did most of the talking during this activity and would have
liked students to give me more examples instead of myself.
Due to the teaching context students arrive at various times to class and
our new lessons typically begin when all the students are present. I
stuck to the lesson plan for the most part besides delaying the lesson
until more students arrived to class. During that time I did a review of
past sessions material.
Next time I would like to include a handout that is a generic doctors
form where students can fill in their information and symptoms. I feel
that this could have made the lesson more authentic and help students
practice writing their personal information in English.
I do believe my students met the purpose and learning objectives for
lesson? What is your Listening: students were writing down notes including definitions and
evidence for each? examples for each symptom and illness.
Speaking: students used vocabulary and process terms learned in the
lesson when answering the exit slip questions.
Reading: students read the symptoms and illnesses word list when
reviewed a second time during the end of the class.
Writing: students were able to use appropriate vocabulary and process
words when answering the exit slip questions.
What do your students need Students were able to learn many new vocabulary words and phrases
next? How do you know? during this lesson. However, I think a comprehensive review of the
material from this lesson will be necessary in order to solidify the new
content. The lesson was a bit heavy with new words and phrases that
students sometimes confused, so I want to make sure they fully
understand the material before moving on.
Appendix A
Common Types of Illnesses

Headache
Stomachache
Toothache
Earache
Backache
Neck ache
Fever
Cold
Sore throat
Rash
Hand or foot pain
Chest pain

Description of common symptoms. What you can tell the doctor or nurse.

I've been feeling sick.

Im constipated.

Ive got diarrhea.

Ive got a lump.

My joints are aching.

I've been having headaches.

This part of my body is swollen.

Im in a lot of pain.

Ive got a pain in my back/chest/_______...

Im having difficulty breathing.

Ive been feeling very tired.

Ive been feeling depressed.

Ive been having difficulty sleeping.

I am feeling dizzy.

I am feeling nauseous.
 I have been throwing up.

I have a fever.

My skin is itchy.

I am having an allergic reaction.

Appendix B
Doctors Appointment/Visit

Body parts
Appendix C
Appendix D
Appendix D continued
Word Scripts (cut into separate pieces)

Head Arm

Hair Fingers

Eye Hand

Ear Leg

Nose Toes

Mouth Feet

Neck Chest
Appendix E

Name: Date:
Exit Slip

1. Name some of the common sicknesses you learned today.

2. Name three body parts that you learned today.

3. Pretend you are sick and at the doctors write down one thing you could tell the doctor
about how you are feeling.